Title Addressing Issues on Gender Equality and Quality of Learning for Women in Martial Arts
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Emily Dobrich, PhD It is widely acknowledged and even celebrated that greater numbers of women and girls around the world are engaging in martial arts (Channon and Matthews, 2015; Channon and Phibbs, 2017; Lindsay et al., 2023). Numerous studies have explored the positive psychological benefits that women who practice martial arts gain such as improved confidence, empowerment, greater sense of power, agency and the ability to defend themselves (Eggleton and Skea, 2024; Velija et al., 2013). What’s more, the participation of women in martial arts is celebrated as an advancement for gender equality, because martial arts have been typified as traditionally masculine and male-dominated (Johansson and Svender, 2024; Maor, 2018). However, mere increases in participation does not necessarily equate to advances in gender equality as there are still an alarmingly number of studies reporting concerning evidence of the ways gender inequalities and disparities are reified within martial arts learning spaces to the detriment of women’s participation, such as early attrition (e.g., John, 2023; Turelli et al., 2025). There is a strong need for continued efforts to improve gender equity in martial arts (Eggleton and Skea, 2024). This article begins by identifying some of the key issues related to gender equality impacting women’s experiences in learning martial arts and concludes by providing some recommendations for actions to support more equitable learning experiences. Identifying the Issues The quality of women’s learning experiences depends upon the martial arts learning environment and teaching approaches used (Dobrich, 2024; Karvoura et al., 2024). As Telles (2023) notes, learning martial arts is about much more than the mastering if techniques; the treatment women receive in martial arts spaces has psychological implications for their perception of martial arts in different embodied ways. A lack of female participants and role models, martial arts spaces can be inherently intimidating and seen as not inclusive (Lindsay et al., 2023). Moreover, deeply entrenched stereotypes position women as inferior, less effective within martial arts learning spaces (Karvoura, 2015; Davies & Deckert, 2019; Turelli et al., 2025). This means that women often have to work harder and conform and gain acceptance in martial arts spaces and demonstrate hypermasculinity (Nash, 2017; Silverman et al., 2024) Martial arts are socially constructed and many of the gender dynamics issues identified within the training space are the result of beliefs and values held within society more broadly (Lindsay et al. 2023). Thus, traditional hierarchies persist within the martial arts learning space and women have often reported being treated differently in training by not receiving the same level of quality training as male athletes (Nash, 2017; Silverman et al., 2024; Turelli et al., 2024). For instance, Paradis (2012) recognizes how women often have less adequate sparing and training because coaches may not provide “them with enough ring time, or with ring partners that challenge them and help them get better” (p. 99). Gender norms and expectations in society outside the gym, such as familial responsibilities to take care of the home and care for children, which often fall to women, have been identified as barriers to women’s abilities to participate in martial arts and are compounded by the often punitive treatment of lateness and missed training in traditional martial arts teaching practices (Eggleton and Skea, 2024; Verry and McKay, 2024). In recognition of these issues, Verry and McKay (2024) in their kickboxing program with women in El Salvador made it clear that the women participating in their program could come when they were able and bring their children thus improving engagement and ongoing participation. Conceptualizing A Way Forward Acknowledging the impacts of gender inequity within martial arts learning spaces is only part of the process towards more equitable and inclusive experiences. Structural and cultural changes to create more inclusive and supportive spaces and encouraging women’s participation in martial arts through community and sense of belonging is an essential next step (Eggleton and Skea, 2024; Kubischta, 2014; Nichols et al., 2023). Encouraging women to compete and providing education and mentoring to establish women as leaders, coaches role models in martial arts spaces is critical (Dobrich, 2024; Karvoura, 2015; Kubischta, 2014). Having women’s only classes, seminars and events is seen is valuable because these endeavours increase awareness for women’s presence in martial arts spaces and offer valuable opportunities for women to share knowledge and experiences (Silverman et al., 2024). Involving the whole family involvement in learning martial arts may be one solution to support women with remaining involved in martial arts (Eggleton and Skea, 2024). Policy changes that consider how mixed-gender environments can be made safer and more comfortable should also be explored (Lindsay et al., 2023). More research and discussion about gender inequalities within martial arts spaces focused on actions and initiatives to improve the quality of learning experiences for women in learning martial arts is an important way forward to encourage women’s lifelong learning in martial arts. ※ Acknowledgement: The author would like to acknowledge Francesca DeNoble for her excellent questions and inspiration for this article. ※ Views expressed in this article are the author's own References Channon, A. and Matthews, C.R., 2015. Approaching the gendered phenomenon of ‘women warriors’. In Global perspectives on women in combat sports: Women warriors around the world (pp. 1-21). London: Palgrave Macmillan UK. Channon, A. and Phipps, C., 2017. Pink gloves still give black eyes: Exploring ‘alternative’femininity in women’s combat sports. Martial Arts Studies, 3, pp.24-37. Davies, S.G. and Deckert, A., 2019. Pretty strong women: ingenious agency, pink gloves and Muay Thai. 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